How appropriate for today and for the future are the policies and practices of higher education that largely assume a norm of traditional-age students with minimal on-campus, or no, work commitments? Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students – with a substantial number of “traditional” dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week – little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students. The high, and increasing, prevalence and intensity of working among both dependent and independent students raises a number of important questions for public policymakers, college administrators, faculty, academic advisors, student services and financial aid staff, and institutional and educational researchers, including: Why do so many college students work so many hours? What are the characteristics of undergraduates who work? What are the implications of working for students’ educational experiences and outcomes? And, how can public and institutional policymakers promote the educational success of undergraduate students who work? This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes. The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy.
This book presents a qualitative investigation of community college faculty members’ perceptions of working-class students, focusing on their inability to acknowledge, discuss, and consider the influence of class within the experience of ...
Written by researchers in education and urban policy, this volume offers useful insights into how to provide urban workers with the educational qualifications they need for real world jobs.
Upper Saddle River, NJ: Prentice Hall. Kolb, D. A. (1985). The Learning Style Inventory. Boston: McBer. Kolb, D. A. (1993). LSI-IIA Learning Style Inventory. Boston: McBer. Kolb, D. A. (1999). Learning Style Inventory—Version 3.
The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education.
Providing a template for other campuses, the book highlights programmatic initiatives at colleges around the county that effectively serve first-generation students and create a powerful learning environment for their success.
A powerful tool for improving retention and graduation rates-along with the lives of students from poverty.
In this book, the authors bring together in one place essential information about college students in the US in the 21st century.
This book is a compelling read for students and a much-needed addition to our understanding of how class operates today, both inside and outside of the classroom.
Co-published with This timely volume addresses the urgent need for new strategies and better ways to serve community colleges’ present and future students at a time of rapid diversification, not just racially and ethnically, but including ...
Ultimately, this volume affirms how learning communities are strengthened when they include diverse student populations such as FGS and meet their particular emotional, academic, and financial needs.